IMPACT OF EMOTIONAL INTELLIGENCE ON MEANINGFUL LEARNING OF ENGLISH IN UNIVERSITY STUDENTS

• DOI: https://doi.org/10.22533/at.ed.9294424010076

• Palavras-chave: motivación, aprendizaje, inglés, educación superior.

• Keywords: motivation, learning, English, higher education

• Abstract: Through field, bibliographical and exploratory research work, its objective is to identify the incidence of Emotional Intelligence in the meaningful learning of English in university students. Determine how significant learning of English is generated in these students. Obtaining as results that: 25% of the students affirm that they ALWAYS during the classes feel that they can develop their relationships with their classmates, 58% affirm that SOMETIMES, 17% affirm that they can NEVER develop personally inside the classroom, the techniques they use to generate meaningful learning are; talks, group work, readings, games, and dynamics. In addition, that 21% of students affirm that learning the English language is significant when reading is the best way to learn English, with 28% affirming that writing, while 51% affirm that playing. 22% of the students affirm that they ALWAYS feel motivated during English classes, 32% affirm that SOMETIMES, 46% affirm that they NEVER. 19% of students consider that their learning is ALWAYS lasting, 50% SOMETIMES, 31% NEVER. As conclusions we have: Learning is not significant because it is partially motivated and there is low interest in learning English, generating mechanical knowledge. The use of active motivation techniques is limited, reflected in the low academic performance, lack of interest in the emotional intelligence of the group of university students.